How are you adjusting reinforcement to reduce maladaptive behavior (i.e. inappropriate reactions to environmental stress) and to increase appropriate self-regulatory behaviors?
For example, if a student is inclined to yell in class, “that noise is bothering me!”, what is an appropriate response that might serve to replace it? Here are examples of alternative behaviors that you might consider reinforcing in the immediate phase: Putting hands to ears to signal need for help; raising hand and asking for help at a normal volume; putting on headphones; calmly stepping outside. Select only one targeted response (one that is within the capacity of the student) – repeatedly practice that response, and heavily reinforce the response.
What are some reinforcing consequences you can deliver either immediately following the desired behavior or following a practice session– things that this particular student enjoys, wants, seeks out, etc..?
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
During training and practice, be sure to clearly label what the student does that signifies “successful” completion of the task. If the student is practicing making a list of “Visual Distractions” from the classroom environment, simply checking the worksheet and saying “good job!” will not provide the same clarification of WHAT was “good” (e.g. “very good, you identified many things– you listed the birdfeeder outside of the window”). Specificity in your labeling of behaviors is essential.
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
Reducing or eliminating what “feels bad” to a student is the natural consequence to emphasize when teaching the student to identify stressors, advocate for needs, and use coping strategies.